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題名：TPACK華語師資培訓成效之研究
書刊名：高雄師大學報. 人文與藝術類
作者：鄭琇仁
作者(外文)：Cheng, Hsiu-jen
出版日期：2015
卷期：38
頁次：頁95-122
主題關鍵詞：遠距華語師資培訓；多媒體融入口語教學；師資培訓；CSL teacher training on distance education；TPACK；Multimedia assisted instructions for speaking lessons；Teacher training
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Koehler與Mishra的「科技內容教學知識（TPACK）」指出高效的資訊教育，教師除了具備教學專業、教學內容和技術知識外，更需考量其三者交互的關係，此概念廣受師資培訓的喜愛。作者採「科技內容教學知識」建構「教」與「學」培訓模式。五項華語師資培育策略包含教學設計養成、師傅教師的影響、同儕合作的功效、線上教學、教學反思，融合實習課程，建構其TPACK知能。研究對象為華語教學研究所碩士級生與在美國修習中文課的大學生。研究目的如下：（1）檢測培訓策略對教師遠距教學之TPACK專業知識的影響，（2）分析學生教師反思在TPACK專業知識的表現，（3）了解學習者對線上口語課程的學習觀感，（4）學生對於課程所提供之文化知識的理解度。採內容分析法，收集教學反思、問卷與口語匯報資料等資料。結果顯示此跨國「教與學」的模式，培育學生教師部分TPACK知能的發展，尤其是TK、PK、CK、TPK、PCK。五項培訓策略中師傅教師與線上實習對學生教師之TK、CK、PK的影響深遠，反思更反映了學生教師在TPK、PK、TK、PCK、CK的觀察較多。學習者也賦予高度肯定，其文化性知識的理解度，取決於學生教師內容的分量以及話題安排。最後建議培訓時簡化學生教師任務，讓其能從中提升特定其專業知能，也更能集中體驗課程設計的操作方式。
TPACK (Technological Pedagogical Content Knowledge) advocated by Koehler and Mishra indicates that effective technology integration not only requires the teachers' professional knowledge on pedagogy, content, and technology, but also on the interrelationships among the three elements. The researcher of the study adopted TPACK as research framework to establish a teaching and learning model combining CS/FL (Chinese as a Second/Foreign language) pre-service teacher training with CS/FL students language learning. Five training strategies including lesson planning, advisors, peer cooperation, online practices, and reflections were administrated to pre-service teachers. Speaking lessons followed by Krashen i+1 theory integrating digital multimedia and local cultural content into course design were offered for American learners of Chinese.Accordingly, the study aims to (1) examine the effects of the five training strategies on pre-service teachers professional knowledge, to (2) analyze the content of the teaching journals reflected TPACK professional knowledge, and to (3) understand the student learners' attitudes toward speaking lessons and their comprehension of cultural information taught by pre-service teachers.Content analysis was applied to analyze the data collected from questionnaires, teaching reflections, and interviews. The results showed that overall pre-service teachers' TPACK knowledge was development partially, especially on TK, PK, CK, TPK, PCK. The strategies of advisors and online practices affect effectively developing TK, PK, CK. The Chinese learners were all satisfied with their online lessons, but their comprehension of cultural content was associated with the level and proportion of new content taught by their teachers as well as their interests. Finally, discussion and further suggestions were also provided.
期刊論文
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4.信世昌(20080600)。視訊遠距教學之規畫與實施--針對日本學生之華語文教學。數位與開放學習期刊，1，1-27。  延伸查詢new window
5.蔡政宏、謝文惠(20111200)。應用科技內容教學知識(TPACK)理論架構發展資訊科技融入教學創新教學模式之啟示。新竹縣教育研究集刊，11，43-75。  延伸查詢new window
6.鄭琇仁、戰紅、陳慶萱(20100400)。華語師資培訓之教學個案研究--以虛擬實境Second Life為例。中原華語文學報，5，157-178。new window  延伸查詢new window
7.Abbitt, J. T.(2011)。Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments。Journal of Research on Technology in Education，43(4)，281-300。  new window
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10.Baran, E.、Chuang, H.、Thompson, A.(2011)。TPACK: An emerging research and development tool for teacher educators。The Turkish Online Journal of Educational Technology，10(4)，370-377。  new window
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12.Brush, T.、Saye, J. W.(2009)。Strategies for preparing preservice social studies teachers to integrate technology effectively: Models and practices。Contemporary Issues in Technology and Teacher Education，9(1)，46-59。  new window
13.Cai, S.、Zhu, W.(2010)。The impact of an online learning community project on university Chinese as a foreign language student's motivation。Foreign Language Annuals，45(3)，307-329。  new window
14.Chai, C. S.、Koh, J. H. L.、Tsai, C.-C.(2010)。Facilitating preservice teachers' development of Technological, Pedagogical, and Content Knowledge (TPACK)。Educational Technology & Society，13(4)，63-73。  new window
15.Cheng, H.、Zhan, H.(2012)。Examining pre-service teachers' technological pedagogical content knowledge instructional strategies via video-conferencing technology。Journal of Educational Technology Development and Exchange，5(2)，57-76。  new window
16.Cheng, Z.(2011)。Online Chinese teaching and learning: A case study。Journal of Technology and Chinese Language Teaching，2(2)，50-68。  new window
17.Chu, W.、Wang, C.(2012)。Online collaborative learning for teaching Chinese allegory oriented by second culture acquisition。Journal of Technology and Chinese Language Teaching，3(1)，13-33。  new window
18.Cunningham, U.、Fägersten, K. B.、Holmsten, E.(2010)。"Can you hear me, Hanoi?" Compensatory mechanisms employed in synchronous net-based English language learning。International Review of Research in Open and Distance Learning，11(1)，161-177。  new window
19.Gao, P.、Chee, T. S.、Wang, L.、Wong, A.、Choy, D.(2011)。Self reflection and preservice teachers’ technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies。Australasian Journal of Educational Technology，27(6)，997-1013。  new window
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21.Harris J. B.、Hofer, M. J.(2011)。Technological Pedagogical Content Knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning。Journal of Research on Technology in Education，43(3)，211-229。  new window
22.Harris, J.、Mishra, P.、Koehler, M.(2009)。Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed。Journal of Research on Technology in Education，41(4)，393-416。  new window
23.Jaipal, K.、Figg, C.(2010)。Unpacking the "Total PACKage": Emergent TPACK characteristics from a study of preservice teachers teaching with technology。Journal of Technology and Teacher Education，18(3)，415-441。  new window
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30.Pickering, L. E.、Walsh, E. J.(2011)。Using Videoconferencing Technology to Enhance Classroom Observation Methodology for the Instruction of Preservice Early Childhood Professionals。Journal of Digital Learning in Teacher Education，27(3)，99-108。  new window
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32.Sunaoka, K.(2012)。Effects of multilingual chatting in Chinese distance learning。Journal of Technology and Chinese Language Teaching，3(1)，1-12。  new window
33.Wu, W. C. V.、Yen, L. L.、Marek, M.(2011)。Using online EFL interaction to increase, motivation, and ability。Educational Technology & Society，14(3)，118-129。  new window
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35.簡頌沛、吳心楷(20100300)。探討教學歷程中信念、知識與實務的相互影響--一位高中實習教師的個案研究。科學教育研究與發展季刊，56，75-104。  延伸查詢new window
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會議論文
1.李利津(2003)。遠距同步口語課程之教材設計。第三屆全球華文網路教育研討會，在中華民國僑務委員會 。臺北市。518-526。  延伸查詢new window
2.樂大維(2005)。一對一視訊會議運用於華語教學的評估及其建議。第四屆全球華文網路教育研討會，中華民國僑務委員會主辦 。臺北市。  延伸查詢new window
3.鄭琇仁(2014)。培訓華語師資於線上視訊教室教授漢字教學之初探研究。第五屆漢字與漢字教育國際研討會。韓國首爾。  延伸查詢new window
4.鄭琇仁、許詩聆(2010)。融入網路視訊於同步線上華語教學之研究--以JoinNet教學個案為例。2010華語文創新教學國際學術研討會。臺北市。  延伸查詢new window
5.鄭琇仁、戰紅(2011)。探究融入網路虛擬實境「第二人生」於培訓多媒體華語師資課程。第七屆全球華文網路教育研討會。臺北市。  延伸查詢new window
6.謝佳玲、高俊江、羅婉亭(2010)。華語跨文化遠距同步視訊教學之師資培訓研究。第四屆美國國際教育交流協會華語文教學研討會，國立政治大學舉辦 。臺北市。1-39。  延伸查詢new window
7.魏妙純(2005)。線上即時互動教學之實驗觀察與建議。第四屆全球華文網路教育研討會，中華民國僑務委員會舉辦 。臺北市。682-690。  延伸查詢new window
8.Lucas, B.、Riddy, P.(2002)。Being there, while being here-Small group videoconferencing in ELTCan we achieve our intended outcomes?。International Symposium on Educational Conferencing。Banff, Canada。  new window
圖書
1.Best, J. W.、Kahn, J. V.(2003)。Research in education。Boston：Allyn and Bacon。  new window
2.Lightbown, P. M.、Spada, N.(1999)。How language are learned。New York。  new window
其他
1.Chinese Language Association of Secondary-Elementary Schools Professional Standards for k-12 Chinese Teachers(2012)。Professional standards for k-12 Chinese teachers，http://classk12.org/2012/ts.htm， 2012/12/23。  new window
2.NETs for Teachers(2012)。National Educational Technology Standards (NETs) for teachers，http://www.iste.org/standards/nets-for-teachers， 2012/12//23。  new window
圖書論文
1.Koehler, M. J.、Mishra, P.(2008)。Introducing TPCK。The handbook of technological pedagogical content knowledge (TPCK) for educators。New York, NY：American Association of Colleges of Teacher Education：Rougledge。  new window
 
 
 
 
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